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A longitudinal investigation of early reading and language skills in children with poor reading comprehension
Author(s) -
Nation Kate,
Cocksey Joanne,
Taylor Jo S.H.,
Bishop Dorothy V.M.
Publication year - 2010
Publication title -
journal of child psychology and psychiatry
Language(s) - English
Resource type - Journals
SCImago Journal Rank - 3.652
H-Index - 211
eISSN - 1469-7610
pISSN - 0021-9630
DOI - 10.1111/j.1469-7610.2010.02254.x
Subject(s) - fluency , psychology , reading comprehension , reading (process) , comprehension , developmental psychology , phonological awareness , longitudinal study , raw score , language development , linguistics , literacy , mathematics education , medicine , pedagogy , philosophy , epistemology , pathology , normative
Background: Poor comprehenders have difficulty comprehending connected text, despite having age‐appropriate levels of reading accuracy and fluency. We used a longitudinal design to examine earlier reading and language skills in children identified as poor comprehenders in mid‐childhood. Method: Two hundred and forty‐two children began the study at age 5. Further assessments of language and reading skill were made at 5.5, 6, 7 and 8 years. At age 8, fifteen children met criteria for being a poor comprehender and were compared to 15 control children both concurrently and prospectively. Results: Poor comprehenders showed normal reading accuracy and fluency at all ages. Reading comprehension was poor at each time point and, notably, showed minimal increases in raw score between 6 and 8 years. Phonological skills were generally normal throughout, but mild impairments in expressive and receptive language, listening comprehension and grammatical understanding were seen at all ages. Conclusions: Children identified as poor comprehenders at 8 years showed the same reading profile throughout earlier development. Their difficulties with the non‐phonological aspects of oral language were present at school entry and persisted through childhood, showing that the oral language weaknesses seen in poor comprehenders in mid‐childhood are not a simple consequence of their reading comprehension impairment.